Content pages X-final.pmd

336 Pages·2017·30.99 MB·English

SOCIAL STUDIES
Class X
Editors
Sri Arvind Sardana, Director, Prof. G. Omkarnath, Dept.of Economics,
Eklavya, Bhopal, M.P. University of Hyderabad, Hyderabad.
Prof. I.Laxmi, Dept. of History, Sri C.N. Subramanyam,
Osmania University, Hyderabad.
Eklavya, Bhopal, M.P.
Prof. M.Kodandaram, Dept. of Political
Dr. I.Thirumali Senior Fellow,
Science, P.G. College, Sec’bad, Hyd.
ICSSR, New Delhi.
Prof. A. Satyanarayana (Retd.), Dept. of
History, Osmania University, Hyderabad. Prof. K.Vijaya Babu, Dept. of History,
Kakatiya University, Warangal.
Dr. K. Narayana Reddy, Asst. Prof.
Dr. M.V. Srinivasan, Asst. Prof.
Dept.of Geography, O.U, Hyderabad.
DESS, NCERT, New Delhi.
Prof. Bhupendra Yadav, Azim Premji
University, Bangalore Sri K. Suresh,
Manchi Pustakam, Hyderabad.
Dr. K.K. Kailash,
Dept. of Pol.Sc, University of Hyd, Hyd. Dr. Sukanya Bose, Consultant,
Dr. Chandra Shekhar Balachandran, NIPFP, New Delhi.
The Indian Institute of Geography, Bangalore. Sri Alex. M.George,
Dr. N. Chandrayudu, Asst.Prof. Eklavya, Bhopal, M.P.
Dept. of Geography, S.V.University, Tirupati.
Textbook Development Committee
Sri S. Jagannatha Reddy, Director, Sri B. Sudhakar, Director,
S.C.E.R.T. , Telangana, Hyderabad. Telangana Govt. Textbook Press, Hyderabad.
Sri K. Krishna Mohan Rao, Dr. N. Upendar Reddy,
Professor, Professor & Head C&T Dept., S.C.E.R.T.,
S.C.E.R.T., Telangana, Hyderabad. Telangana, Hyderabad.
Published by the Government of Telangana, Hyderabad.
Respect the Law Grow by Education
Get the Rights Behave Humbly
Free distribution by T.S. Government
i
© Government of Telangana, Hyderabad.
First Published 2014
New Impression 2015, 2016, 2017
All rights reserved.
No part of this publication may be reproduced, stored
in a retrieval system, or transmitted, in any form or by
any means without the prior permission in writing of the
publisher, nor be otherwise circulated in any form of
binding or cover other than that in which it is published
and without a similar condition including this condition
being imposed on the subsequent purchaser.
The copyright holder of this book is the Director
of School Education, Hyderabad, Telangana.
We have used some photographs which are under
creative common licence. They are acknowledged
at later (page vii).
This Book has been printed on 70 G.S.M. Maplitho,
Title Page 200 G.S.M. White Art Card
Free Distribution by Government of Telangana
Printed in India
at the Telangana Govt. Text Book Press,
Mint Compound, Hyderabad,
Telangana.
ii
SOCIAL STUDIES
Class X
Writers
Smt. M. Satyavathi Rao, Retd., PGT Political Science, Oxford S S School, Vikaspuri, New Delhi.
Dr. G. Anand, Asst. Prof. (C), Dept. of Geography, Osmania University, Hyderabad.
Dr. S. Venkataratnam, Asst. Prof. (PT), Dept. of History, Nizam College (OU), Hyderabad.
Dr. Venkateshwara Rao.T, Asst. Prof.(C), Dept. of History, PG College (OU), Sec-bad.
Sri Madithati Narasimha Reddy, GHM ZPHS Peddajangampally, Y.S.R.Kadapa.
Sri K. Laxminarayana, Lecturer, Govt. DIET, Angalur, Krishna.
Sri M. Papaiah, Lecturer, SCERT, Telangana, Hyderabad.
Sri Ayachithula Laxman Rao, S.A GHS Dhangarwadi, Karimnagar.
Dr. Racharla Ganapathi, S.A. ZPHS Ladella, Warangal.
Sri Undeti Ananda Kumar, S.A ZPHS Sujatha Nagar, Khammam.
Sri P. Jagan Mohan Reddy, S.A ZPHS Pidchedu,Gajwel, Medak.
Sri Gaddameedi Rathanga Pani Reddy, S.A ZPHS Polkampally, Moosapet, Mahabubnagar.
Sri Korivi Srinivasa Rao, S.A MPUPS P.R.Pally, Tekkali,Srikakulam.
Sri. Kasam Kumaraswamy, S.A ZPHS Dowdepally, Adilabad.
Sri P. Srinivasulu, S.A ZPHS Haveli Ghanpur, Medak.
Sri N.C. Jagannath, GHS, Kulsumpura, Hyderabad.
Smt Bandi Maria Rani, S.A M.P.U.P.S Chilukanagar, Rangareddy.
Sri Vanguri Gangi Reddy, SA, ZPHS Kondurg, Mahabubnagar.
Sri T. Prabhakar Reddy, SA, ZPHS (B) Shabad, Rangareddy.
Sri N. Rajpal Reddy, SA, ZPPSS (B) Station Ghanpur, Jangoan.
Smt. Hemakhatri, IGNIS, Hyderabad. (Proof reading)
Co-ordinators
Sri M. Papaiah, Lecturer, SCERT, Telangana, Hyderabad.
Smt. D. Vijaya Lakshmi, Lecturer, SCERT, Telangana, Hyderabad.
Illustrators
Sri Kurella Srinivas, GHM, ZPHS,Kurmedu, Nalgonda.
Prof. Karen Hadyoc, HBSC, Mumbai.
Sri P. Anjaneyulu, Geomapper, CESS-DCS, Hyderabad.
Layout & Design
Smt. Y. Vakula Devi, SKV Color Stream, Hyderabad.
Sri Kannaiah Dara, S.C.E.R.T. Telangana, Hyderabad.
Smt. K. Pavani, Computer Operator, Hyderabad.
Free distribution by T.S. Government
iii
Letter to students
“Dear Young Friends,
Most of you are growing up in the 21st Century and soon will be old enough to take up a
profession and participate fully in public matters like voting in the elections. It is time you tried to
understand the ideas, processes and systems which determine life in our times. These were
shaped by people through very hard struggles, sacrifices and great acts of cooperative action. As
the next century unfolds it will be your turn to shape our future in similar manner. We hope this
book will help you to a small extent by going over with you how the people of the last century
shaped their ideas, processes and systems.
Your parents and teachers were witnesses and participants in this. As such they will surely
have strong and differing views on many of these matters. While you try to understand the last
century you also therefore need to understand why people hold such divergent views on it and
come to your own conclusions.
This book is in two parts. The first part deals with Resources Development and Equity and the
second part with Contemporary World and India. Under the theme “Resources Development and
Equity” we will explore how we have used the land in which we live and how we engage in
productive activities. Did we properly use the land and its resources? The way we engaged in
productive work and distributed its fruits among different people, was it just and sustainable?
Under the theme “Contemporary World and India” we will explore the impact of major events
of the last century. We will not only be studying what happened over the entire world, but also
what happened in our own country including the recent past. People act not only because they are
moved by different interests but also because they are inspired by different ideas. In the last
century ideas like socialism, fascism, nationalism, liberalism greatly influenced the thinking and
collective actions of people. We will be studying about some of these too.
Textbooks at school level tend not to discuss contemporary events, policies and politics. This is
not because it is too difficult to understand but because opinion about it is sharply divided and it is
feared that this will generate conflicts. However, to live in a democratic world, we also need to
learn to handle our differences and conflicts rather than avoid talking about them. This book is a
bold attempt at initiating our young adults to the world of political debates and differences. It will
be successful only if the teachers, students and the political community take it in the right spirit,
practice restraint and listen carefully to differing points of view with tolerance and understanding.
It may turn out that this book seems to give a particular view point and not represent some other
point of view in proper light. This is very difficult to avoid as textbook writers are human and have
their own understanding. When such issues come to light it is important for the teachers to present
the other view points too before the students and not treat the book as the only or correct source
of information. The students too should be encouraged to read current newspapers, magazines
etc; attend public meetings to get more perspectives on these matters.
This book then should be seen as a starting point of enquiry rather than as the end of it.
Books can only tell you what others thought and did. At the end of it you need to decide for
yourself your understanding and what you want to do about the social problems you will be
studying. You have the responsibility of both understanding the society and acting to make it
better. We only hope that this book will help you in this.
– Editors
iv
ABOUT THIS BOOK
This book is a part of your Social Science Curriculum and a part of various things you would be
doing to study the society around you. However, remember that it is only one small part of that
curriculum. The Social Science Curriculum requires you to analyse and share in the classroom what
you know. It requires you above all to ask questions – think why things are the way they are. It also
requires you and your friends to go out of the class room to the market, to the village fields, to
temples and mosques and museums and find out various things. You will have to meet and discuss
with a number of people, farmers, shopkeepers, officials, priests and so on.
This book will introduce you to a range of problems and enable you to study them and arrive
at your own understanding of them. So, the most important thing about this book is that it does not
have answers. In fact this book is not really complete. It can only be completed when you and your
friends and teachers bring their own questions and experiences and discuss everything threadbare in
the class. You may disagree with many things in this book - do not be afraid to say so - only give
your reasons. Your friends may disagree with you, but try to understand why they have a different
view. Finally arrive at your own answers. You may not even be sure of your answer - you may want
to find out more before you make up your mind. In that case list your questions carefully and request
your friends, teachers or elders to help you to find out.
In this class we will be mainly studying India in the context of the contemporary world. The
last hundred years have been years of momentous change in the world as two major World Wars
were fought, scores of countries emerged as independent nations, and great experiments were done
in order to build just, equitable and democratic world.
India, after its independence pursued policies to harness the natural resources of the country
for economic development to eradicate poverty, reduce dependence on other countries for food
grains and industrial goods, and generate gainful employment within the country. Equally important,
it embarked upon an ambitious project of developing India as the largest democracy in the world
with guarantee of personal liberty and freedom. We will be studying both aspects of India’s
development its economy, election process and its polity in this book. Since these issues affect us in
our own lives and affect different sections of the society differently, there are bound to be different
view points about them. We need to learn in our class rooms how to engage with these different
perspectives and understand them with sensitivity. This is necessary to strengthen our democratic
fabric.
As you study this book in the classroom, you will come across many questions - do stop and
try to answer those questions or do the activity suggested before you proceed ahead. It is not so
important to finish the lesson fast as it is to discuss the questions and do the activities.
Many lessons will suggest projects which may take a few days to do. These projects will
enable you to develop skills of social science enquiry and analysis and presentation - these are more
important than remembering what is written in the lessons.
Please remember that you don't have to memorise what is given in the lesson, but think about
them and form your own opinion about them.
Director, SCERT,
Telangana, Hyderabad.
Free distribution by T.S. Government
v
USING THIS BOOK: NOTE TO THE TEACHER AND STUDENTS
This textbook is not to be seen as the final authority, but has to be discussed, debated and
questioned. In fact each chapter in this book provides opportunity for a systematic discussion on
some of the main issues relating to a topic. It would be good if the teachers could ensure that the
chapters are read out in the class and discussions conducted along the lines suggested.
The language of the text: Efforts have been taken to write the text of this book in child friendly
manner. However there are certain terms and jargons that will need explanation and clarification.
Text is often trying to give examples that may be suitable to the concept that is discussed. Each
chapter has central ideas, these are often provided as subheadings. In a classroom, you may be
able to cover 2 or 3 subheadings in a period roughly.
This textbook uses different style of writing, sometimes they are narratives like Narasimha and
Rajeshwari in chapter 3, to make the students understand the difference between both of them
with regard to their livelihood and working conditions. These narratives reflect the facts existing in
the society. In chapter 9, the students understand the economy of a village by reading the case
study of Rampur Village and compare the activities discussed here with their own village economy.
There are also some tables, graphs like pie charts, bar graphs in chapters 6, 8, 9, 11 and 12.
These are for analysis and discussion so as to come to a conclusion on different issues.
In earlier classes, you have come across natural disasters and a few Acts on Women Protection,
a little bit about RTI and RTE. This year you could try to know about the agitations held for the
formation of Telangana as a separate state in chapter 22.
Use of in between questions and end text questions: You will note that there are questions in
between the text. Do not leave out these questions. These are integral to the teaching learning
process. These questions are of different types – some of them help you to recap, summare,
evaluating important ideas from the passages that you may have read out. Or they are for collecting
more information that is around the concepts discussed in the previous topic or sub-topic. Do not
try to dictate the answers to these questions, allow the students to find the answers on their own.
Allow them to have discussions amongst each other in trying to figure out the meaning of these
questions and talk about possible answers.
There are different types of questions used in the book:
They (i) ask students to write their experiences; (ii) compare their experiences with that of the
examples given in the text; (iii) compare two or three different situations given in the textbooks; (iv)
are questions that ask students to give their opinion about the situation or case study (when these
opinions are asked it need not be the same for all children, allow them to express their opinion)
and (v) evaluate a particular situation given in the chapter.
Teacher may adopt different strategies in using these questions in the classroom. Some questions
may be written down in the notebook; others may be discussed in small groups; a few may be
written as individual tasks. In all situations it is important to encourage the student to write in
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her or his own words. Avoid instructing all children to write the answers in same style and
structure.
There are certain boxes in the chapters. These are often additional information on the
concepts discussed in the chapter. It is important to discuss them in the classroom, and
conduct the activities around.
Images used in the textbooks: We have also tried to use different styles of images like
photographs, line drawings, cartoons and posters etc. These are taken from different historical
points of time and from different sources. Hence just as different styles used in textbooks
there is diversity in the images too. Many of the pictures have questions along with the
captions – these may be discussed in the class as they will help you to draw the attention of
students on the significance of images.
Maps, tables and graphs: Maps in these books tell us about geographic, economic,
political and historical aspects. They are used to present the information in an interesting
manner. You will also find the use of tables and graphs. Reading tables and graphs are
essential in Social Studies. These often provide much more clarity in explaining the concepts.
Projects: There are different projects suggested in the book. It may not be possible for all
projects to be undertaken. It is important to remember that we cannot teach all aspects of
concepts merely by reading textbook. Projects thus enable students to interact with members
of the society, collect new information, arrange and present them in their own manner.
Making questions for an interview, planning for a visit to the bank, or creating a presentation
that could include images, tabulated data or graphs based on the information they collected
are also important in acquiring Social Studies skills. These encourage children to work
together in groups and conduct exchange and share ideas.
We can use content related maps, tables & graphs other than text book for practice and
evaluation.
Discussions, conducting interviews, debates and projects are given in the middle of the
running lesson and after the improve your learning. To develop social consiousness, sensitivity
and positive attitude among the children is the purpose. Hence these must be taken up.
ACKNOWLEDGEMENT
We would like to acknowledge contributions of following individuals
in various ways for different sections in of the book. KJ Joy SOPPECOM
Pune, Dr. Ramani Atkuri Medical Practitioner Bhopal, Dr.Homen Thangjam
Manipur University, Dr.Ajai Niumai Hyderabad Central University, Ranjan
Rao Yerdoor Bangalore, and K. Bhagya Lakshmi Manchi Pustakam
Hyderabad. We also acknowledge few passages from NCERT textbooks and
illustrations drawn by Dr. Karen Haydoc. Some of the photographs used in
the book are taken from flickr, wikipedia or other internet sources, under
creative commons license as on 1 Dec 2013.
Free distribution by T.S. Government
vii
ACADEMIC STANDARDS
Time should be spent in making sure that children comprehend the passages given in
text. In between questions are useful in this context. These questions are of different types
that would include the aspects reasoning, cause and effect, justification, mind mapping /
concept mapping, observation, analysis, thinking and imagination, reflection, interpreting
etc. The key concepts have been discussed sub-conceptwise in every chapter with examples
and also given in the form of keywords.
1) Conceptual understanding: Promoting learning of basic concepts through inquiry, discussion,
reflection giving examples through case studies interpreting, observation etc.
2) Reading the text (given), understanding and interpretation : Occasionally there are case
studies about farmers, labourers in factory, or images that are used in text which do not
directly convey the concept. Time should be given for children to grasp the main ideas,
interpret images etc.
3) Information skills: Textbooks alone cannot cover all different aspects of social studies
methodology. For example children living in an urban area can collect information regarding
their elected representatives or children living in the rural area can collect information
about the way irrigation / tank facilities are made available in their area. These information
may not exactly match with that of the textbooks and will have to be clarified. Representing
the information that they have collected through projects are also an important ability. For
example if they collect information about a tank – they may decide to draw an illustration or
map etc along with written material. Or represent the information collected through images
or posters. Information skill includes, collection of informatic tabulation / records and
analysis.
4) Reflection on contemporary issues and questioning: Students need to be encouraged to
compare their living conditions along with that of different regions or people from different
times. There may not be a single answer to these situations of comparison. Giving reasons
for certain happening process and justification of informatic and interpretative.
5) Mapping skills: There are different types of maps and pictures used in the textbook.
Developing ability related to maps as abstract representation of places are important. There
are different stages of developing this ability, from creating a map of their classroom to
understanding height, distance as represented in a map. There are illustrations, posters and
photographs used in the textbook, these images often relate to the text and are not merely
for visual effect. Sometimes there are activities like write a caption or read the images that
are about architecture etc.
6) Appreciation and Sensitivity: Our country has vast diversity in terms of language, culture,
caste, religion, gender etc. Social studies does take into consideration these different aspects
and encourages students to be sensitive to these differences.
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CONTENTS
S. No Content Page No Month
Part - I Resources Development and Equity
1 India: Relief Features 1-13 April
2 Ideas of Development 14-27 April
3 Production and Employment 28-43 July
4 Climate of India 44-57 July
5 Indian Rivers and Water Resources 58-70 August
6 India - Population 71-86 September
7 Settlements - Migrations 87-101 September
8 Rampur : A Village Economy 102-116 November
9 Globalisation 117-130 December
10 Food Security 131-144 December
11 Sustainable Development with Equity 145-161 January
Part - II Contemporary World and India
12 World Between the World Wars 162-185 June
13 National Liberation Movements in the Colonies 186-201 July
14 National Movement in India–Partition & Independence : 1939-1947 202-215 July
15 The Making of Independent India’s Constitution 216-231 August
16 Election process in India 232-241 September
17 Independent India (The First 30 years - 1947-77) 242-257 October
18 Emerging Political Trends 1977 to 2000 258-275 November
19 Post - War World and India 276-291 November
20 Social Movements in Our Times 292-307 December
21 The movement for the formation of Telangana State 308-322 January
Syllabus Division for Summative Assessments
SA 1 SA2
Paper - I 1 - 7 1 - 11
Paper - II 12 - 18 12 - 21
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OUR NATIONAL ANTHEM
- Rabindranath Tagore
Jana gana mana adhinayaka Jaya he
Bharatha bhagya-vidhata
Punjab Sindh Gujaratha Maratha
Dravida Utkala Banga.
Vindhya Himachala Yamuna Ganga
Uchchala Jaladhi taranga,
Tava shubha name jage
Tava shubha asisha mage
Gahe tava jaya gatha
Jana gana mangala-dayaka jaya he,
Bharatha bhagya –vidhatha,
Jaya he, jaya he, jaya he,
Jaya jaya jaya jaya he
PLEDGE
- Pydimarri Venkata Subba Rao
“India is my country; all Indians are my brothers and sisters.
I love my country, and I am proud of its rich and varied heritage.
I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.”
PREAMBLE OF THE CONSTITUTION
WE, THE PEOPLE OF INDIA, having Solemnly resolved to constitute India
into a SOVEREIGN, SOCIALIST, SECULAR, DEMOCRATIC REPUBLIC and to
secure to all its citizens:
JUSTICE, Social, economic and political; LIBERTY of thought, expression, belief,
faith and worship; EQUALITY of status and of opportunity; And to promote among
them all FRATERNITY assuring the dignity of the individual and the unity and integrity
of the nation;
IN OUR CONSTITUENT ASSEMBLY This twenty-sixth day of November,
1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS
CONSTITUTION.
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